There are ways we can approach teaching that will help prepare our students for an AI future - and at the same time, AI-proof your assignments.

Some of these ideas include:
*Why over what
*Process over product
*Stress problem-solving
*Teach ethics explicitly
*Teach how to become a better learner explicitly
*Stress collaboration

This site has a series of pre-made free lesson plans that are ready to teach right away. MATH, ELA, SCIENCE, SEL, CAREER, ART, DIGITAL LITERACY, TECH, STEM

They have clips of popular movies and TV shows built right in - and you are allowed to use them bc the site is made by AT
&T and Warner Bros.

"The Achievery helps connect students to a new world of digital learning through stories that spark curiosity and content that entertains as well as teaches."

Don't miss checking this one out! You can use the filters to find exactly what you need.

You will have to sign up to access the lessons but it's totally worth it.

The Atlanta 1996 Olympic men’s 4x100m relay captured the eyes of the world. It was a showdown between the USA host team and the Canadian underdogs. Few people noticed that the team’s starting runner, Carlton Chambers, was not racing at his best. He had sustained a slight injury and hoped that it would be better for the final. After a discussion with the team, the truth was evident and he knew he had to step down for the good of the team. Fortunately, Robert Esmie was waiting in the wings and ready to fulfill his role as team reserve. The race was an epic moment in Canadian sport history. The gold medal likely would not have been won, except for Carlton’s teamwork.

This resource shows students that teamwork requires that you put the good of the team first. Sometimes that means making personal sacrifices like letting someone else take your spot or play a role you would have liked to play yourself.

Download the complete lesson, featuring the following outcomes:
- Identify characteristics of successful teams and team members;
- Understand how to practice effective teamwork;
- Learn how to take teamwork experiences in the classroom and apply them to everyday challenges.

This lesson explores first the role Brian Epstein played in helping craft The Beatles' visual presence, group identity and team unity, the way he helped the group transition from successful nightclub act to international sensation.

Students are introduced to the Internet Simulator, a tool they will return to many times in the first two units of the course. Today, the Internet Simulator will be used to simulate a single shared wire, connecting two people. The wire can only be in one of two possible states (state A or state B) and either partner may set or read the state of the wire at any time, but this is the only way in which students may communicate. Students must invent a binary call-response [v protocol] using this system. Coordination, speed and timing are problems that need to be solved. At the conclusion of the lesson, students compete to demonstrate the speed and accuracy of their protocols, and calculate the [v bit rate] of their message exchange.

This resource contains an abundance of ELA infused, cross-curricular lessons organized by themes for Grades 4, 5 and 6. Non-fiction, poetry and fiction reading lessons are all included. 

Brainstorming is a team creativity activity that helps generate a large number of potential solutions to a problem. In this activity, students participate in a group brainstorming activity to generate possible solutions to their engineering design challenge. Students learn brainstorming guidelines and practice within their teams to create a poster of ideas. The posters are used in a large group critiquing activity that ultimately helps student teams create a design project outline. (Note: Conduct this activity in the context of a design project that students are working on; this activity is Step 3 in a series of six that guide students through the engineering design loop.)

Student teams are challenged to navigate a table tennis ball through a timed obstacle course using only the provided unconventional “tools.” Teams act as engineers by working through the steps of the engineering design process to complete the overall task with each group member responsible to accomplish one of the obstacle course challenges. Inspired by the engineers who helped the Apollo 13 astronauts through critical problems in space, students must be innovative with the provided supplies to use them as tools to move the ball through the obstacles as swiftly as possible. Groups are encouraged to communicate with each other to share vital information. The course and tool choices are easily customizable for varied age groups and/or difficulty levels. Pre/post assessment handouts, competition rules and judging rubric are provided.

In this activity, students create a "web" to identify and demonstrate the interactions among the living and non-living parts of an environment. This information allows students to better understand what an environment is and to also consider how engineers use teamwork to solve problems.

Students review information learned during the past five lessons and activities of the Introduction to Engineering unit. Working in teams, they create flyers and short quizzes about various types of engineering to share with the class and collect into a "Olympic Engineering Binder" for the class to keep.

Student teams follow the steps of the engineering design process to meet the challenge of getting their entire class from one location on the playground to the sidewalk without touching the ground between. The class develops a well thought-out plan while following the steps of the engineering design process. Then, they test their solution by going outside and trying it out. Through the post-activity assessment, they compare their problem-solving experience to real life engineering challenges, such as creating new forms of transportation or new product invention.

This lesson will introduce students to environmental issues. Students will recognize environmental opinions and perspective, which will help them define themselves and others as either preservationists or conservationists. Students also learn about the importance of teamwork in engineering.

After reading the story "Dear Mr. Henshaw" by Beverly Cleary, student groups create alarm systems to protect something in the classroom, just as the main character Leigh does to protect his lunchbox from thieves. Students learn about alarms and use their creativity to devise multi-step alarm systems to protect their lockers, desk, pets or classroom door. Note: This activity can also be done without reading the Cleary book.

Students design, build and test model race cars made from simple materials (lifesaver-shaped candies, plastic drinking straws, Popsicle sticks, index cards, tape) as a way to explore independent, dependent and control variables. They measure the changes in distance travelled with the addition of mass to the vehicles. Students also practice the steps of the engineering design process by brainstorming, planning, building, testing, and improving their "mint-mobiles."

Students investigate the ways in which ancient technologies six types of simple machines and combinations are used to construct modern buildings. As they work together to solve a design problem (designing and building a modern structure), they brainstorm ideas, decide on a design, and submit it to a design review before acquiring materials to create it (in this case, a mural depicting it). Emphasis is placed on cooperative, creative teamwork and the steps of the engineering design process.

Invasion games: soccer, basketball, football, rugby and hockey.
Target games: golf, archery, bowling, bocce ball, and billiards.
Net/wall games: tennis, volleyball, squash and badminton.
Striking/fielding games: baseball, cricket, softball and kickball.
Chasing & Fleeing Games
Movement Skill Games
Cooperation Games
Health & Fitness Games

Students apply what they have learned about the engineering design process to a real-life problem that affects them and/or their school. They chose a problem as a group, and then follow the engineering design process to come up with and test their design solution. This activity teaches students how to use the engineering design process while improving something in the school environment that matters to them. By performing each step of the design process, students can experience what it is like to be an engineer.

Debbie Clark's 8th grade science students take several days to complete their Rube Goldberg contraptions. Bringing things from home, they experiment with the parts, design their contraption, and make a blueprint for it before beginning to build. This is a lesson that emphasizes cooperation, teamwork, creativity and design.

Students apply the mechanical advantages and problem-solving capabilities of six types of simple machines (wedge, wheel and axle, lever, inclined plane, screw, pulley) as they discuss modern structures in the spirit of the engineers and builders of the great pyramids. While learning the steps of the engineering design process, students practice teamwork, creativity and problem solving.